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Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia

Donovan, JL; Marshall, CR; (2015) Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia. International Journal of Disability, Development and Education , 63 (1) pp. 27-44. 10.1080/1034912X.2015.1111302.

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Abstract

This study explores the ability of children with and without dyslexia to provide meaningful verbal self-reports of the strategies they used in a spelling recognition task. Sixty-six children aged 6 years 3 months–9 years 9 months were tested on a range of standardised measures and on an experimental spelling recognition task based on the work of Critten, Pine, and Steffler [Critten, S., Pine, K., & Steffler, D. (2007). Spelling development in young children: A case of representational redescription? Journal of Educational Psychology, 99, 207–220]. Children identified with dyslexia (n = 22, mean age 8 years 10 months) were compared to two typically developing groups of children: the first matched by age (n = 22, 8 years 11 months), the second by spelling ability (n = 22, 7 years 5 months). In the recognition task, children were asked to identify the correct spelling of the target word from three phonologically and/or orthographically plausible alternatives and to verbally self-report the strategy they used when approaching the task. Their strategies were identified with reference to Rittle-Johnson and Siegler [Rittle-Johnson, B., & Siegler, R. (1999). Learning to spell: Variability, choice, and change in children’s strategy use. Child Development, 70, 332–348]. All of the children in the study were able to provide meaningful self-reports. Results suggest that children with dyslexia are less likely to use the same range of strategies as typically developing children and more likely to use a sounding out (i.e. phonetic strategy) when approaching the task of spelling identification. We conclude that an assessment protocol for spelling that incorporates verbal self-report seems a promising way forward in providing in-depth qualitative information for targeted support. Further, the data suggest that it may be useful to explicitly teach a range of strategies to children with dyslexia when supporting them with their spelling.

Type: Article
Title: Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia
DOI: 10.1080/1034912X.2015.1111302
Publisher version: http://dx.doi.org/10.1080/1034912X.2015.1111302
Language: English
Additional information: Copyright © 2015 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Disability, Development and Education on 20 November 2015, available online: http://www.tandfonline.com/10.1080/1034912X.2015.1111302.
Keywords: assessment; dyslexia; interactive assessment; intervention; phonics; spelling; strategies; verbal self-reports
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/1474905
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